The cognitive learning theory consists of 3 stages; sensory input, short term memory, and finally through relevance and rehearsal, long-term memory (Laureate Inc, 2009). Paivio’s duel coding hypothesis says that information is duel coded simultaneously as an image and text and to expand even more, information is also simultaneously stored through our other senses as well (Laureate Inc, 2009). Basically, remember information is a result of learning something new and making as many validate connections as possible, thus helping the information become long-term memory.
When designing or implementing instructional strategies, it is essential to keep the cognitive learning theory in focus. As a music teacher, if I explain to my students how a recorder is built, a few of my students may find this very fascinating and transfer this information to their long-term memory. However, if I take the students to a factory and they watch a person build and explain the processes of a recorder, then MOST, if not all of my students will commit this information into their long-term memory. Episodic memory, formulated through experience makes strong connections in the brain, causing people to remember (Laureate Inc, 2009). Many times field trips and hands on experiences are not physically possible, but through the use of technology, students can experience something very similar by taking a virtual field trip. A virtual field trip creates a rich experience by taking students to places they cannot physical go (Laureate Inc, 2009). This would be extremely useful for a science teacher because a science teacher could explore organisms in an underwater cave or travel to space without ever leaving the classroom. The Magic School Bus Video series for young kids takes cartoon virtual field trips through ear canals, the organs of the body, through tiny ant hills etc…, and it is amazing how much the students retain. Every year, I watch a Magic School Bus video on vibrations and sounds with my kindergarten music classes and it is amazing how much they remember and understand about the correlation between vibrations and pitch.
The book, Using Technology with Classroom Instruction that Works(2007) gives examples of many other technological instructional strategies like PowerPoint presentations, Inspirational Concept Maps, and even Word Document note-taking techniques that all coincide with the principals of the Cognitive Learning Theory. Powerpoints and Concept maps let students visual see and organize information, thus creating more and stronger connections within the brain. The Microsoft Word note-taking techniques also mentioned in this book help students learn how to take notes by visual showing them how to track the changes in an original document and turn it into a study sheet (Pitler, Hubbel, Kuhn, & Malenoski, 2007).
The Cognitive Learning Theory explains how students learn and technology serves as the gateway to exploiting this theory to it’s fullest extent.
Resources:
Laureate Education, Inc. (Executive Producer). (2008). Cognitive Learning Theories [Motion Picture]. Bridging learning theory, instruction, and technology. Baltimore: Author.
Laureate Education, Inc. (Executive Producer). (2008). Spotlight on Technology: Virtual Field Trips [Motion Picture]. Bridging learning theory, instruction, and technology. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
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Charles,
ReplyDeleteI did not think about how the Magic School Bus videos are an example of virtual field trips! Just last week my students were learning about growth development. I showed a Magic School Bus video, The Magic School Bus: Flexes its Muscles. I was exploring their website, and at http://www.scholastic.com/magicschoolbuswebcast/resources.htm they have virtual field trips online as well. Creating a concept map to go along with the video or website would truly help students remember the information in their long-term memory. Thanks for leading me to some great resources!
I find it so interesting that I have been actively using Microsoft Word since high school, and I never realized that it has some advanced applications. I, too, am impressed by the notetaking techniques the program helps students practice. I also love the summarization tool! It makes me wonder what some of the other seemingly simple programs have the ability to do!
ReplyDeleteTiffany,
ReplyDeleteI never looked on the the scholastic website before, so thank you for giving me that information. Dr. Michael Orey defines a virtual field trip as something that takes the students to a place they could not physically go (Laureate Inc, 2009). I think many people confuse this concept with going to actual physical places, but in a kid's mind, many times a cartoon visual representation is a much better way than taking a young student through a video tour of a real thing. For instance in my lesson on sound and vibrations, the magic school bus students wore special glasses that let them visual see the size of the instrument vibrations in relation to pitch. In reality, this feat is impossible and can only be measured with scientific instruments. This is why the Magic School bus is a great resource when taking young children on a virtual field trip.
Resource:
Laureate Education, Inc. (Executive Producer). (2008). Spotlight on Technology: Virtual Field Trips [Motion Picture]. Bridging learning theory, instruction, and technology. Baltimore: Author.
Ashley,
ReplyDeleteI am in the same boat as you as when it comes to Microsoft Word. After I finish this degree, I am going to take a class that explores all of these hidden treasures within the Microsoft program.
Great idea to take a microsoft course that displays other areas. Even in middle school, cartoon virtual trips are effective--the magic school bus is lot's of fun for students at any age!
ReplyDeleteHi Charles,
ReplyDeleteIt was interesting reading your post.Not only are field trips and lab activities not physically possible but they may be inadequate.For example one of the ways that I could make my students grasp the way plate tectonics movements create new physical features is to show them a video clip of such actions being simulated.They also watched the video clip of what actually happened to houses and the people as earth quake was taking place.I could see that they felt the effect of the tremors shown in the video at the end of the lesson.It was episodic and I believe meaningful to them.
Technology can surely support cognitive learning in several other ways that some of us are yet to realize.